To God, the brain of a woman is as precious as the ovary and uterus, and as he did not make it impossible for her to think clearly when the uterus is in a congested state, so, reasoning analogically from the knowledge we have of him, no more did he design that the uterus should not be capable of healthy and normal action while the brain is occupied with a regular amount of exercise. Such is our creed. We are more sure of Truth by the so-called deductive than by the so-called inductive ladder, and it was not without meaning that she was represented as dwelling at the bottom of a well, for she is more surely reached by descending to her abode from the so-called abstract, than by climbing with our feet on the slippery concrete. Nay, even though physical science still insists in words on holding on to 'facts' and the testimony of the senses, forgetful that any fact is after all only a "relative synthesis," we find it in its latest researches rapidly approaching at both ends, things entirely out of the region of the senses; for, beginning with invisible and intangible atoms, which we are required to take on faith, and which are assuredly very abstract, we find it passing to the correlation of forces and modes of motion, which certainly are as abstract as atoms. Shall we not be quite as safe then in attempting to solve the problem of "woman's sphere, by applying to it abstract principles of right and wrong," as by seeking for it alone "in Physiology?" Woman is not merely a "cradle" and a grave, as she is assumed to be in the essay under consideration, and all attempts to settle the question of her sphere by considering her as such, are usually, and perhaps not unnaturally, found to excite indignation. To apply the above statement: the women who are urging to-day the question of education are often accused of presenting education in the light of a quack medicine which is warranted to cure all troubles. And it is true that we do so present it, for the broader grows our experience of men and women, and the more deeply and widely we think, the more inevitably do we find this problem of education appearing before us, in whatever direction we turn. It is like the ducal palace in Carlsruhe, to which all the main streets of the city converge, and which meets one's eyes at every corner.